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ED 097 703 TITLE INSTITUTION PUB DATE AVAILABLE FROM- DOCUMENT RESUME CS 201 626 Applebee, Arthur N. Tradition and Reform In DOCUMENT RESUME ED 097 703 CS 201 626 AUTHOR Applebee, Arthur N. TITLE Tradition and Reform in the Teaching of English: A History. INSTITUTION National Council of Teachers of English, Urbana, Ill. PUB DATE 74 NOTE 310p. AVAILABLE FROM-National Council of Teachers of English, 1111 Kenyon Road, Urbana, Illinois 61801 (Stock No. 21103, $5.95 nonmember, $5.50 member) EDRS PRICE MF-$0.75 HC-$15.00 PLUS POSTAGE DESCRIPTORS Communication (Thought Transfer); Conventional Instruction; Curriculum; Drama; *Educational History; *Educational Innovation; Educational Philosophy; *English Instruction; Grammar; Individualized Instruction; Language; Linguistics; Literary History; *Literature Appreciation; Progressive Education; Rhetoric; Traditional Schools IDENTIFIERS National Council of Teachers of English ABSTRACT Tracing the broad movements in the teaching of English--both in theory and in practice--from its origin as a subject during the 1880's to the present day, this book focuses on the aspect of the teaching of English which has absorbed the greatest amount of teacher's time, energy, and enthusiasm: the teaching of literature. Chapters, following a chronological pattern, are "Early Traditions," "The Birth of a Subject," "A School for the People," "Science and the Teaching of English," "A Framework for Teaching," "Narrowed Goals," "An Academic Model for English," "Winds of Change," and "Afterward: The Problems Remaining."'Appendixes covering important dates in the teaching of English, offerings in English in the North Central area from 1860 to 1900, requirements in English literature for college entrance from 1874 to 1900, the most frequently anthologized works from 1917 to 1957, the growth of English from 1900 to 1949, and major officers of the National Council of Teachers of English from 1912 to 1974 are included, along with a selected bibliography and an index. (JM) CTr" w tuck-ion and eform in the Teaching of English: a History Arthur N. Applebee U S DEPARTMENT OFHEALTH. EDUCATION &WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO OUCED EilAcTLy AS RECEof ED PROM THE PERSON OR ORGANIZATION 004CoN ATING IT POINTS Or VIEW OR OPINIONS alED DO NOT NECESSARILY RE ',RE SENT arringa NATIONAL iNST,TUTE Or EDUCATION POSITION OR POLICY YI NATIONAL COUNCIL OF TEACHERSOF ENGLISH ACENOWLEDGNIENTS: Grateful acknowledgment is made to the following authors and publishers for permission to quote fromtheir works in this history. For passages from How to Read aPage by I. A. Richards: Reprinted by permission, copyright1942 by W. W. Norton & Company, and Routledge & Regan Paul, Lid.Copyright renewed 1969 by I. A. Richards. For a passage from 1;Mo:standing Poetry: .1a An lhology for College Students by Clean th Brooksand Robert Penn Warren: Reprinted by permission of Holt,Rinehart and Winston, Inc.For passages from High School English Textbooks: A ('ri Heal Examination by James J. Lynch andBertrand Evans: Reprinted by permission. © 1963 by the Council for BasicEducation. For a passage from Slums and Suburbs by James BryantConant iNleGraw.ifill Book Co. and Signet Books): Reprinted bypermission of the project administrator, Conant Studies of AmericanEducation. Educational Testing Service. NCTE EurroRIAL BOARD: Richard Corbin, IlunterCollege High School, New York City; Charlotte S. )luck, The Ohio StateUniversity: Richard Lloyd-Jones, University of Iowa; Roy C.O'Donnell, University of Georgia; Owen Thomas, Indiana University;Robert F. I logan, NCTE es officio; Paul O'Dea, NCTE esofficio STAFF EDITORS: Ann Warren, Diane Allen STAFF DESIGNER: Norma Phillips Meyers COVER DESIGN: William May Library of Congress Catalog Card Number: 74.82650 NCTE Stock Number: 21103 Copyright © 1974 by the National Council ofTeachers of English All rights reserved PERMISSION TO REPRODUCE THIS COPY Printed in the United States of America RIGHTED MATERIAL HAS BEEN GRANTED BY National Councilof National Council of Teachers of English Teachers of English 1111 Kenyon Road, Urbana. Illinois 61801 To ERIC AND (IFIGANI2AIIONS OPERA/II1G UNDER AGREEMENTS WITH THE NATIONAL IN .%MUTE OF EDUCATION FURTHER REPRO DICTION OUTSIDE THE ERIC SYSTEM RE QUIRES PERMISSION OF THE r,OPYR(GI OWNER Contents Preface ix Chapter I! Early Traditions 1 The Ethical Tradition in Elementary Instruction The New England Primer, 2;%Mister's Grammatical Institute, 3;Mc Guffey's Readers, The Classical Model in School and College 5 English Grammar, 6;The Prescriptive Tradition, 6; Rhetoric and Oratory, 8;Literary History, 10 The Nonacademic Tradition 11 The Extracurriculum, 12;The Finishing School, 12 Reprise: 1865 13 Chapter I Notes 15 Chapter II The Birth of a Subject 21 TheCultural Value of Literature 21 The Romantic Tradition, 22;Culture and Education, 23;Horace Scudder, 24 Philological Studies 95 Philology in the UniVoNity, 26; Francis James Child, 26;The Spread of Philology, 27; High School Programs;8 Institution:dint:ion 29 The College Ell trance Requirenwnts, 29;Jiniform Requirements, 30;The Committee of Ten, 32: The Literary Canon, 34 English at the First Plateau 36 Chapter II Notes 39 Chapter III: A School for the People 45 New Goals for Educatlon 47 Changes in Philosophy, 7; Changes in Psychology, 47,John Dewey, .18 i Aornos AND REFORM filch School against College -19 The Domination of the Uniform List';, 49;The Founding of IiCTE, 51;The Fate of the Lists, 53 Toward New Methods 54 The Types Approach, 55;Concern for the Child, 56; Contemporary Literature, 58;Vocational Education, 59; Teaching Aids, 60 The Role or Drama 6 I The Academic Tradition, 61;The Progressive Tradition, 63;The Effects on the Schools, (13 The Reorganization Reports 64 The Cardinal Principles, 64;The Reorganization of English, 65;Continuations, 67 Chapter III Notes 69 Chapter IV: Science and the Teaching of English 79 Overviewofthe Progressive Era 79 The Movement in Education SO The Concern with Efficiency, 80;Objective Measurement, 81:Rebuilding the Curriculum, 82 Studying the Curriculum in English 84 Minimum Essentials, 84;The Functional Emphasis, 85;Media Study, 87; Evaluating the Selections for Study, 88; Reading Skills, 90 The Focus on the Individual 91 Ability Groups, 91;The Dalton Plan, 92;Unit Work, 93;Objective Testing, 94 Experimental Method 96 Settling Down 99 Chapter IV Notes 101 Chapter V: A Framework for Teaching 107 The Project Method 108 The Method Proposed, 108;The Response, 109 Toward Experience 109 Literature and Experience, 109;Countercurrents, 113 The Social Perspective 115 Patterns for the Curriculum 118 An Experience Curriculum, I 18;Conducting Experiences in English, 121;A Correlated Curriculum, 122;Literature as Exploration: The Final Synthesis, 123 The Effect on the Schools 125 The CourseorStudy, 125;The Literature Anthologies, 128 Perspective: The Years between the Wars 130 Chapter V Notes I 33 Chapter ViiNarrowed Goals 139 Progressivism as the Conve ntiunal Wisdom 140 The Eight-Year Study, 140;Life Adjustment, 143; The RejectionorCorrelation, 141 English as Adjustment 146 Meeting Adolescent Needs, 116;liuman Relations, 1-17; Organizing a Curriculum around Immediate Needs, 150; (70NTENTS VII Selecting Materials, 151; Literature for the Adoles- cent, 155 Developing Competence in Language 156 Language and Communication, 156;Reading, 160 The New Critics 162 Changes in Literary Theory, 1G2;The New Critics and School Programs, 164 The Changing Curriculum 166 The NCTE Curriculum Studies, 166;The Course ofStudy, 169;The Anthologies, 170 Summing Up: Literature in the Progressive Era 174 Chapter VI Notes 177 Chapter VII: An Academic Modelfor English 185 Critics of the Schools 185 The Academic Critics, 185;A Crisis of Confidence, 188 English as a D; 189 "rn ('or the Talented, 1891A New Curriculum Model, 191;The Basic Issues Conferences, 193; The Spiral Curriculum, 195;The Commission on English, 196 Federal Support for English 198 The Struggle for Funds, 198;The First Programs, 201 Changing Programs 20 -I Literary Values and the Threat 01' Censorship,204; Other Materials, 207;The Humanities Course, 208; The National Study of High School EnglishPrograms, 210 1ligh Points and Low Points 213 Chapter VII Notes 216 Chapter VIII: Winds of Change 225 The Other Half of the Curriculum 225 The British Model 228 Industrial Models 232 Toward a New Curriculum in English 236 Chapter VIII No' 's 240 Chapter IX: Afterword: The ProblemsRemaining 245 Teachers of literature havenever successfully resisted the pressure to formulate their subject asa body of knowledge to be imparted. 245 The acknowledged goals of the teachingor literature are in con- flict with the emphasis on specific knowledge or content, 2.16 Teachers of English need to make thedistinction between knowl- edge which informs their teaching,and that which should be imparted to the student, 246 There is a need to reconceptualize the"literary heritage" and its implications for pal ents of teaching, 247 The teaching of literature isa political act, . 248 Language skills have been narrowlyconceptualized as an indepen- dent and functional aspect of theEnglish program. 243 VIII TRADITION AND REFORM A focus on correcting taste has obscured the need for fostering response. 250 The educative effects of the act of reading need to he defined. 251 Goals for the study of English depend upon prior assumptions about the nature and purpose of education. 252 Sequence in the study or English must derive from psychological rather than logical principles. 253 The Next Chapters 255 Selected Bibliography 257 Appendices I.Some Important Dates in the Teaching of English 271 II.Offerings in English in the North Central Area, 1860-1900 274 III.College Entrance Requirements in English Literature, 1874-1900 275 IV.Alost Frequently Anthologized Works. 1917-1957 278 V. The Growth of English, 1900-1949 280 VI. Major Officers of the National Council of Teachers of English, 1912-1974 281 Index 284 Preface Though English is a young subject, less than one hundred years old, its teachers have from the beginning been leaders in the reform of school programs. The emergence of the subject during the 1880s and 1890s was itself part of one battle between the "ancient- and the "modern" subjects for control of the college pre- paratory curriculum.
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